READING BOOT CAMP is a FREE RTI reading program that uses best instructional practices with a proviso "ALL STUDENTS ARE GIFTED", the goal is to lift ALL students' ACADEMIC SKILLS using evidence-based Socratic methods, teach students as erudite beings, be flexible and have fun, set SMART goals, and differentiate through scaffolding and cooperative learning. RBC RTI has 13 years of proven results; the accelerated RTI program improves reading test scores by over a full grade level in 20 days.

Tuesday, July 29, 2014

Critical Thinking Questions for Students That Promote Deeper Thinking | Classification of Critical Thinking Skills that Students Need to Understand!

The primary job of a teacher is to help student expand, enhance, confront, explain, adjust, discover, analyze, describe and adopt a multitude of critical thinking skills. Questions teachers need to ask and understand before they expect their students to develop critical thinking skills.How do you teach students critical thinking skills? What are the types or classifications of critical thinking? Is the curriculum I am using providing students opportunities to develop critical thinking and inspire deeper curiosity? What is the most important type of critical thinking? What kinds of critical thinking test questions are my students most likely to encounter?

1. Comprehension (Understanding): to convert information into a form that is personally
meaningful, i.e., that makes sense to the individual who is learning it.

3. Analysis: to break down or dissect information into its component parts in order to detect the
relationship among the parts or the relationship between the parts and the whole. (For example,
identify the underlying causes or sources of disagreement during a class discussion.)

4. Synthesis: to build up or connect separate pieces of information to form a larger, more
coherent pattern. (For example, connect related ideas discussed in separate sections or units of a
course into a single, unified product, such as a concept map; integrate ethical concepts learned in
a course and philosophy with marketing concepts learned in a business course to produce a set of
ethical guidelines for business marketing and advertising practices.)

6. Deduction: to draw conclusions about particular instances that are logically consistent with
or derive from general principles and premises.

7. Induction: to infer (derive or draw out) well-reasoned generalizations or principles from
individual instances or specific examples. (For example, identify recurrent themes or categories
that emerge during a class discussion.) One form is the ability to abstract and extrapolate a
concept learned in one context and transfer that learning to another context, a cognitive process
often referred to as “decontextualization.” This capacity to transfer knowledge, i.e., to apply a
concept learned in one context to different contexts than the one in which the concept was
originally learned, is often presumed to be the litmus test of whether a student has really (deeply)
learned the concept or has simply memorized it in its original form, for example, the ability to
solve different versions of math problems that require comprehension of the same underlying
mathematical concept.

8. Adduction: to make a case for an argument or position by accumulating supporting evidence
in the form of logical arguments (rational thinking) or research evidence (empirical reasoning).

9. Refutation: to make a case against an argument or position by accumulating contradictory
evidence in the form of logical arguments (rational thinking) or research findings (empirical
reasoning).

10. Balanced Thinking: to carefully consider arguments/evidence for and against a particular
position or viewpoint.

The Dyslexic Reading Teacher Sean Taylor

Literacy for me was almost an unrealized unattainable dream! As a dyslexic learner I was unable to read, write, or decode words as a child, p,d,b and q were all the same letter. The written word was a collection of cuneiform squiggles that swam around on the page. I was identified dyslexic at age 9 and later dysgraphic. I spent the next 6 years in special education programs (limbō) trying to learn to read and write. The special education programs never acknowledged my creative capabilities, coping skills and shame and humiliation of being illiterate, they focused on "curing" my learning disabilities with under-trained teachers! Many classroom teachers assumed I would never read or write due to the severity of my dyslexia and this made me feel worthless. I eventually learned to read all words by sight the same method as learning Chinese. I am a dyslexic reading teacher that has built a reputation for finding innovative ways to teach reading and critical thinking to all students! ALL children are gifted and can learn to read! Sean Taylor M.Ed.

Contact us @ seansart@hotmail.com

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95% Passing on EOG/EOC Reading Test in 20 Days!

READING BOOT CAMP is a FREE researched based RTI intervention program that uses best instructional practices with a qualification, teach to the very TOP, expose every student to grade level and above ELA concepts, lift all students using Socratic learning strategies, teach and treat all students as GIFTED, be flexible and have fun, set rigorous SMART goals, and differentiate through scaffolding and cooperative learning. This is a philosophy that many disagree with and believe it is not pedagogically sound, usually by teachers that try to ability group and differentiate for 2-7 grade levels. RBC has 13 years of proven results, the RTI reading intervention improves reading test scores by one full grade level in 20 days. Reading Boot Camp is used in hundreds of classrooms and a handful of schools as a proven school-wide and classroom turnaround program.

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